ABC Storybook Activities By Mary Catherine Welzen ED 401 Fall 2010
A. Anticipation Activities
1A. What do you know about poetry?- prior knowledge, comprehension
RL.4.1. Keys Ideas and Details Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. http://www.bubbl.us USERNAME: welzen PASSWORD: reading
This would be the first activity to show me what the students actually know about poetry. We would begin this lesson by having them create a outline of information that they already know about poetry. Then we would discuss the different types of information and share a few items from their outlines on what they know. We would be using the web 2.0 tool bubblus and each students will create an outline. This would be done the day before the poetry lesson starts so that the discussion could start right away the next day.
2A. Looking at the cover (think-pair-share)- comprehension RL.4.2 Key Ideas and Details. Determine a theme of a story, drama, or poem from details in the text; summarize the text.
We would begin this activity by having the students take out their Shel Silverstein book and look at the cover of it. They would look at the illustrations and discuss in groups what they think about the author and what kind of poems he composes. Then after a few minutes of group discussions, each group would present their opinions to the class and explain their statements.
3A. Looking at the summary-comprehension RIT.4.2 Key Ideas and Details Determine the main idea of a text and explain how it is supported by key details; summarize the text.
After looking at the cover we would open the book up and read the summary of the book and discuss what they think the author is trying to say. They will be interpreting the summary poem and discuss what they believe the poems are going to be about. They would be staying in their discussion groups and discuss this as well. After a few minutes of discussion, each group would present their opinions to the class.
B. Building Knowledge Activities
1B. Researching Shel Silverstein
RIT.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. W.4.7 Research to Build and Present Knowledge Conduct short research projects that build knowledge through investigation of different aspects of a topic.
We would begin this lesson by discussing the importance of knowing facts about the author and how they would be able to know why he composes poems his way. The students would be in groups and would be able to use the computer to research Shel Silverstein for half of the class period. They will be given topics to research so that each group will be able to present different facts. The second half of the class period, they would be showing the class what they found during their research about the author. Then the class will discuss what they have learned about Shel Silverstein and have knowledge of how he thinks and the ways he composes poems.
2B. Terms to know about poetry- vocabulary
RL.4.5 Craft and structure Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. L.4.4 Vocabulary Acquisition and Use Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
We would begin this lesson by discussing the different parts in a poem. I would either print out the flashcards or put them up on the projector screen and show them the different poetry terms that we would be using in this poetry unit. They will be shown examples of each term so that the students will be able to comprehend what each term means by using different techniques. They will be quizzed on these poetry terms at a later time.
3B. Drawing Conclusions-comprehension
RIT.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
We would begin this lesson by handing out blank sheets of paper to each student. Then the teacher would give directions to the students on the activity. They will be drawing their own illustrations of their interpretation of a few poem that the teacher will read to them. After each poem is read the students will draw their illustration and then have the opportunity to look at the illustrations that Shel Silverstein has made and see the similarities and differences between their illustrations and his. After a few poems, the class will discuss the importance of interpreting poems.
C. Consolidation Activities
1C. Pick and Interpret-comprehension
RIT.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
We would begin this lesson by having the students each pick a poem from the book. They will be given time in class to interpret their poems. Then each student will read their poem and explain their interpretation of their poem to the class. This will show the teacher that the students understand how to interpret poems.
2C. Review-comprehension
W.4.7 Research to Build and Present Knowledge Conduct short research projects that build knowledge through investigation of different aspects of a topic.
Each student will either pick a different poet or a different book written by Shel Silverstein and read through it. They will then use the web 2.0 took shelfari and give their reviews of the poem book that they read. This will broaden their horizons on different types of poetry with different techniques and they will be able to see how different authors think. At the next class period, each student will present their reviews to the class and explain why they like or dislike the book they reviewed.
3C. Create your own-comprehension, fluency
W.4.4 Production and Distribution of Writing Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
W.4.3 Text Types and Purposes Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
Use dialogue and description to develop experiences and events or show the responses of characters to situations.
Use a variety of transitional words and phrases to manage the sequence of events.
Use concrete words and phrases and sensory details to convey experiences and events precisely.
Provide a conclusion that follows from the narrated experiences or events.
Each student will compose their own poem based on the techniques that Shel Silverstein used. They will be graded based on creativity and this will be a fun activity for the students to do. They will be able to put their own personality to it as well as using Silverstein's techniques. At the next class period, each student will present their poems to the class and the class will have to try to interpret the poem.
Image from: http://www.bookhills.com/images/Where-the-Sidewalk-Ends-30th-Anniversary-Edition-Poems-and-Drawings-0060572345-L.jpg
ABC Storybook Activities
By Mary Catherine Welzen
ED 401 Fall 2010
A. Anticipation Activities
1A. What do you know about poetry?- prior knowledge, comprehension
RL.4.1. Keys Ideas and Details Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
http://www.bubbl.us
USERNAME: welzen
PASSWORD: reading
This would be the first activity to show me what the students actually know about poetry. We would begin this lesson by having them create a outline of information that they already know about poetry. Then we would discuss the different types of information and share a few items from their outlines on what they know. We would be using the web 2.0 tool bubblus and each students will create an outline. This would be done the day before the poetry lesson starts so that the discussion could start right away the next day.
2A. Looking at the cover (think-pair-share)- comprehension
RL.4.2 Key Ideas and Details. Determine a theme of a story, drama, or poem from details in the text; summarize the text.
We would begin this activity by having the students take out their Shel Silverstein book and look at the cover of it. They would look at the illustrations and discuss in groups what they think about the author and what kind of poems he composes. Then after a few minutes of group discussions, each group would present their opinions to the class and explain their statements.
3A. Looking at the summary-comprehension
RIT.4.2 Key Ideas and Details Determine the main idea of a text and explain how it is supported by key details; summarize the text.
After looking at the cover we would open the book up and read the summary of the book and discuss what they think the author is trying to say. They will be interpreting the summary poem and discuss what they believe the poems are going to be about. They would be staying in their discussion groups and discuss this as well. After a few minutes of discussion, each group would present their opinions to the class.
B. Building Knowledge Activities
1B. Researching Shel Silverstein
RIT.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
W.4.7 Research to Build and Present Knowledge Conduct short research projects that build knowledge through investigation of different aspects of a topic.
We would begin this lesson by discussing the importance of knowing facts about the author and how they would be able to know why he composes poems his way. The students would be in groups and would be able to use the computer to research Shel Silverstein for half of the class period. They will be given topics to research so that each group will be able to present different facts. The second half of the class period, they would be showing the class what they found during their research about the author. Then the class will discuss what they have learned about Shel Silverstein and have knowledge of how he thinks and the ways he composes poems.
2B. Terms to know about poetry- vocabulary
RL.4.5 Craft and structure Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
L.4.4 Vocabulary Acquisition and Use
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
- Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
- Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
- Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
http://quizlet.com/3561350/poetry-terms-flash-cards/USERNAME: welzen
PASSWORD:reading
We would begin this lesson by discussing the different parts in a poem. I would either print out the flashcards or put them up on the projector screen and show them the different poetry terms that we would be using in this poetry unit. They will be shown examples of each term so that the students will be able to comprehend what each term means by using different techniques. They will be quizzed on these poetry terms at a later time.
3B. Drawing Conclusions-comprehension
RIT.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
We would begin this lesson by handing out blank sheets of paper to each student. Then the teacher would give directions to the students on the activity. They will be drawing their own illustrations of their interpretation of a few poem that the teacher will read to them. After each poem is read the students will draw their illustration and then have the opportunity to look at the illustrations that Shel Silverstein has made and see the similarities and differences between their illustrations and his. After a few poems, the class will discuss the importance of interpreting poems.
C. Consolidation Activities
1C. Pick and Interpret-comprehension
RIT.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
We would begin this lesson by having the students each pick a poem from the book. They will be given time in class to interpret their poems. Then each student will read their poem and explain their interpretation of their poem to the class. This will show the teacher that the students understand how to interpret poems.
2C. Review-comprehension
W.4.7 Research to Build and Present Knowledge Conduct short research projects that build knowledge through investigation of different aspects of a topic.
http://www.shelfari.com/
Each student will either pick a different poet or a different book written by Shel Silverstein and read through it. They will then use the web 2.0 took shelfari and give their reviews of the poem book that they read. This will broaden their horizons on different types of poetry with different techniques and they will be able to see how different authors think. At the next class period, each student will present their reviews to the class and explain why they like or dislike the book they reviewed.
3C. Create your own-comprehension, fluency
W.4.4 Production and Distribution of Writing
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
W.4.3 Text Types and Purposes
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Each student will compose their own poem based on the techniques that Shel Silverstein used. They will be graded based on creativity and this will be a fun activity for the students to do. They will be able to put their own personality to it as well as using Silverstein's techniques. At the next class period, each student will present their poems to the class and the class will have to try to interpret the poem.